RICE-MMS is unique in its commitment to innovation and building models in education.

Continuous improvement: We strive for continuous improvement of our teaching-learning process and the school environment. As stated by Robert Quilen, we believe that “Discussion is an exchange of knowledge, and argument is an exchange of ignorance”. Our teaching fraternity is guided in their quest for continuous improvement. They are motivated to asses and test their teaching methodology, design effective approaches and constantly evaluate them. Continuous discussions and internal debates among our teachers equips us with a positive edge over the traditional chalk and talk methodology.

Evidence Based Practice: “He who does not research has nothing to teach”! We subscribe to evidence based practice. We have a dedicated Educational Research, Development and Training unit for this purpose.

Evidence, refers to the knowledge that connects research to practice. Over the years, an increasing emphasis on evidence has led to a movement for evidence based practice (EBP). EBP involves using the best available scientific evidence – integrated with expertise and judgment of the professional, and values, integrated with the individual’s circumstances – to guide decisions about Educational approaches/ methodologies.

Our school’s educational approach is time and again tested with scientific evidence obtained through action researches. Action research evidences are combined with professional expertise and judgment; our school values and specific contexts are factored to arrive at innovation paths and modifications.

Professional Growth: Our teachers constitute the axis of our programme. We are committed to their continuous improvement and professional growth.

Professional Accompaniment: We believe in sharing and learning. We provide training and pastoral care to other schools and communities. Our training modules are based on research evidences and sound practices.

RICE-MMS is unique in ‘helping children learn how to learn’, with focus on the following:

Creativity: Imagination, ideas, Skills to find connectivity, patterns and characteristics that help learners to be original in solving problems and creating something new and valuable. We firmly believe that creativity goes beyond knowledge accumulation.

Leadership: Leadership is to create an environment to make others perform at their best. We guide our learners to discover tools and ideas for developing leadership qualities that can be translated from the classroom to the boardroom.

Thinking: is how learners process ideas and knowledge. Thinking is the process in which learners assimilate, evaluate, organize, play around with, and plan to use new information/ knowledge/ concepts gained.

Evidence, refers to the knowledge that connects research to practice. Over the years, an increasing emphasis on evidence has led to a movement for evidence based practice (EBP). EBP involves using the best available scientific evidence – integrated with expertise and judgment of the professional, and values, integrated with the individual’s circumstances – to guide decisions about Educational approaches/ methodologies.

Our school’s educational approach is time and again tested with scientific evidence obtained through action researches. Action research evidences are combined with professional expertise and judgment; our school values and specific contexts are factored to arrive at innovation paths and modifications.

Professional Growth: Our teachers constitute the axis of our programme. We are committed to their continuous improvement and professional growth.

Professional Accompaniment: We believe in sharing and learning. We provide training and pastoral care to other schools and communities. Our training modules are based on research evidences and sound practices.

Multiple intelligences: There are different “bio-psychological potentials/ modalities in which a learner processes information that can be activated in a cultural setting to solve problems or create products that are of value in a culture – Gardner.” Some may prefer to learn by writing, some would prefer to create a diagram/ drawing out of the new information learnt, while others might tend to learn through song or dance. A learning environment or its assessment should not restrict learners to any one modality of learning. Hence, we believe that assessment through written examination is not the only way of measuring knowledge acquisition.

Children’s learning styles and needs: refers to the unique preferences of every child on how he/she would like to experience and learn new information and ideas. Learning styles can be preferred learning modes such as visual, auditory, together, alone, outside, inside, etc. Difference in learning styles is often ignored in traditional classrooms. Our learning environment is designed as per the strengths of every student, enabling engagement of all children in the classroom.

Skill based learning: Education is more important but life skills are most important! Life skills are abilities for adaptive and positive behavior that enable humans to deal effectively with the demands and challenges of everyday life. Life skills represent the psycho-social skills such as problem-solving, critical thinking, self-awareness, interpersonal skills etc. Skill is acquired by training, practice and experience. Hence, we, as an imperative, have a curriculum based on experiential learning that develops life and work skills such as teamwork, independence, reflection and problem solving.

Inclusiveness: Inclusiveness is a process of strengthening the education system to reach out to all learners irrespective of gender, caste, ethnicity, abuse, disability etc. Inclusive education is seen as a process of removing barriers in the system and creating an enabling environment where all children can learn. Our school is committed to inclusion and education for all.

Children with special needs, gifted and talented learners: Traditional systems tend to cater to an average student while leaving out those who are exceptionally gifted or with special needs. Our personalized learning environment ensures that a gifted child or a child with special needs blooms remarkably.

School Clubs and Forums

Student clubs and forums form a central part of the learning achievement of our students at RICE-MMS. At an annual club day, during the academic year, students exhibit their talents which represent the broad range of individual talents and interests among students.

RICE-MMS offers many organized and free form opportunities to socialise. We have a diverse selection of social forums, clubs, and a newspaper. The clubs allow members to explore their interest in a special area outside the classes. They also provide venue for students and faculty to socialize, share information and plan projects related to their club’s theme. Every club has a Faculty Advisor and at least three members, and create a forum.
Clubs customarily have student officers. Each club may determine its’ own offices and the process for filling them annually. Described below are the clubs and forums active in the school.

 Literary Club

 English Club

 Tamil Club

 Kannada Club

 Hindi Club

 Telugu Club

 Malayalam Club

 Science Club

 Mathematics Club

 Disaster Management Club

 Eco Club

 Interact Club

 Scouts and Guide

 Heritage and Cultural Club

 Health and Wellness Club

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